Best Thoughts free essay sample

Page 1 45 Things To Do To Keep Your Relationship Alive In this eBook, the focus is YOUR intimate relationship the one that Is supposed to last to death. It is a huge part of your life, but It can easily be neglected. So many times In life we can be caught up In the everyday routine and put our relationship on the backbencher. While that doesnt seem to make a BIG difference at first In the relationship, tension can start to accumulate dally and before you know It you have a year or more of hurt and neglected feelings which can equal an unhealthy relationship, or a breakup.Therefore, your best bet Is to pay attention to your allegations every day. Do something big. Do something small. Do something! This eBook Is meant to be a guideline; a booster; a reminder. Its meant to be a collection of ideas to get your own juices flowing. We will write a custom essay sample on Best Thoughts or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It has 45 ideas of how to add romance into your relationship, spice up your relationship, and just keep your relationship alive and well. My suggestion? Use one tip daily or every second day. The more effort you put into the relationship the better the relationship will be.You may not find that the tip is something you are really going to do for one day only; instead, you may find its meeting you want to apply to your relationship from this day forward. After a while, it will become a habit to do something for your relationship and you will find that you will automatically wake up with ideas on how to make your relationship better TODAY. So lets get started! Copyright http://hydrogenating. Com 2012 Page 2 Dally Inspiration for Your Relationship 1 . Create Meaningful Words That Only You Two understand We all love to hear our partner say I love you! As much as possible, but how about hearing our partner say You are the Jelly to my Jam!? Would that be as meaningful? It would be If Jelly and Jam was your favorite combination of tastes! Another example may be that you love surf and turf more than any other food; Therefore, your partner is your surf and turf. You two have shared inside moments together that mean something to only you two, so use those moments to create special words that you can use that nobody else in a million years would get, just like the jelly and jam. Not only will your partner feel good about the way you acknowledge them in a cute way, it one else has with you.Task: Take the time to reflect on what your partner really finds meaningful. What do they associate with good feelings and happiness? What makes them smile when they talk about it or get excite d when they see it? Now use that information to your advantage and really show them how much you care by making it part of how you show them what they mean to you. Page 3 2. Suggest Something to Do That Means Something Special To Your Partner If you know how your partner feels about things then you can use those things to convey how you feel about your partner. Every one of us associates words and memories with emotions.Good word and good memories correspond to good motions its as simple as that. Good emotions around or towards our partners can make us feel more attracted or connected to our partner, so if you are the one making your partner feel good then you can bet your partner will feel good towards you as well. If your partner associates the beach with the happiest moment of their life, and you suggest going to the beach, then they are going to feel good about you. Their happiness will instantly come to life when you mention the beach and that emotion will pass on to how they feel about you. See how that works?Task: What is special to your partner? What makes them giddy and excited and feel good? If they like watching a certain TV show then sugges t that you watch it. Even if its something as simple as going to bed and cuddling before your fall asleep may be enough to make your partner feel good about you. Just make sure its THEIR favorite thing and not yours. Page 4 3. Say Something to Your Partner That They REALLY Want To Hear There are many times in a relationship when we dont compliment or praise our partner when we should. We may avoid doing it because of our ego or pride, or we may avoid doing it because we are feeling selfish.Youve probably done this. Its when your partner is proud of something in their lives and is fishing for a positive statement from you but all you give them is a look, or worse you say something negative instead of positive. For example, maybe you went bowling and they bowled a good you tried to make them feel bad for winning. How does this help your relationship? It doesnt. When you withhold compliments or praise because of your ego or pride then you are missing an opportunity to really make your partner feel good about themselves and about you.You can only win from making your partner eel good. Task: The next time you see an opportunity today to make them feel good, take it, even if it means making them look better than you in some way. Dont pass by the opportunity to make them feel good and bring your relationship closer because of your pride or ego. Page 5 4. Create a Game of Pointing Out the Positives in the Other Person This doesnt have to follow some great thing that they did that deserves recognition. This is Just about them as a person and can be played at anytime of the day regardless of what is happening.You can sit down with your partner and take turns ailing each other what you think is good about them. Maybe they can play the guitar like a rocks, or maybe they can make you laugh no matter how down you are. Whatever their personal positives are tell them. Dont generalize by saying something like muff are funny. Make it more specific by saying muff always know how to make me laugh when you do that silly face. The more specific you are the more it will mean to your partner. Task: Sit down and play this game with your partner. You dont have to name a thousand things that you think are positive.And oh dont have to turn it into a competition about who can think of more positive things (hurt feelings are bound to come from that kind of competition when one person runs out of things to say. ) Just try and name 5 things about each other to start and you will receive the benefits from it. Page 6 5. Spend Time Pointing out Positives in the Relationship This is not about you or your partner but instead its about your relationship. This is putting the focus on the positives in the relationship. Pointing out what is working in the relationship is contrary to what we normally do which is point out the worst of he relationship.You may find that one day of this will not be enough and it may start done at least once a week. Not only will talking about why the relationship is good make you feel closer, but it will allow you to do more of the things that you find positive because you will realize the effect it has on your relationship. Task: Sit down and spend some time discussing the things you think are really great about your relationship. Make sure you fully listen when your partner is talking so that you can really see how the relationship affects them in a positive way and make sure that those positives stay around. GE 7 6. Talk about When You Met and Remember the Feelings That You Had During That Time Reflecting on the moments of when you met will not only feel good but it will also bring back those early feelings of lust, infatuation, and desire. Once you start to really discuss those early moments then you will experiences the feelings that you felt at that time and therefore you will start to feel the same way towards your partner as that time. Its true. After ten years of being with someone you can bring back some intense passion Just by recollecting on the past.It doesnt matter how many times oh do it either because those feelings will never change. Not unless you have a time machine to recreate a new feeling from the past. Those feelings are memories that are there for good and they are not going away! Task: Talk about the first time you saw each other and what you were thinking and felt at that time. Page 8 7. Talk about Your Life Together Since You Met In a committed relationship your life is deeply entangled. Most likely you spend at the very least 50% or more of your time together. Thats a huge chunk of your life!Reflecting on your time together will bring you closer by default. You will feel more like a team in life and you will be more aware of what your partner really does for you, and with you, in your life. Once you realize that you are a team you will start to act more like a team in life. One thing to focus on would be new things that youve experienced together like buying your first house or going on your first vacation to Mama. These are experiences in life that you have shared together and thats exciting. The bad moments that you have shared like a death or another loss thats okay too.The point is you are discussing your life together and the obstacles youve overcome or that Joy that youve shared. Page 9 8. Evaluate Your Week as a Couple and Improve I first read about this in Jack Canfield The Success Principles. He mentions how he asks his wife to rate him 1 out of 10 for the week and then give him reasons why she gave that answer. This is a great idea! Not only will you become more aware of how your actions and words affect your partner but you will add a new level of communication into your relationship that most couples dont have. Not many people can be honest about what they would like to change in their partner. And not many people can take the criticism that their partner gives them. If you can manage to do both on a level that doesnt involve anger and hurt then you will be on your way to an amazing relationship. Task: Sit down at bedtime and ask your partner for an honest rating on a scale of 1 to 10. Let him or her explain why they have given you this rating and listen completely. Then promise to work no those areas that bothered him or her so that you can receive a better score next time.Then switch roles. Remember keep your ego and pride out of it and Just focus on having a better relationship. This quinine can really help your relationship improve if you are honest and open. Page 10 9. Make the Most of Your Time Together Dont waste a minute today. When you are together be aware of that fact and cherish it. Live in the moment! So often we allow ourselves to get caught up with the TV or the computer and dont even notice our partner sitting next to us. This does nothing healthy for the relationship. When you are together make sure you laugh and enjoy your time.If something is bothering you then discuss it and get it out of the way so that you can really enjoy your time together. Task: Really focus on your partner when oh are together. Notice every movement, word, and action made by your partner and enjoy it. This will allow you to live in moment and really enjoy each others company. If you go to bed feeling good about your partner and the time spent Page 1 1 10. Create a Special Date Focused Only On Your Relationship High Points Remember the feeling you got about talking about when you first met, and reliving those feelings?This is going to recreate that same feeling or maybe even surpass it. Make a date together and plan to spend that time visiting places that meant something really good to your relationship. Task: If you have the time today then revisit some places that meant something to you like the place where you first kissed. If you dont have the time to go out then make a date to do it in the near future and instead focus on the places in your house together for today. Like the place where you first made love in the house or where you had some great moment of laughter and Joy. Age 12 1 1 . Remove Your Ego from the Relationship for the Day Im right. Its my way or the highway. But Id rather do this It should be done this way. Anything that you find yourself saying on a normal basis Stop for a day. If you ALWAYS want the dishes done a certain way and feel as though there is no other way to do it relax, take a breath, and let your partner do it their way for a day. Give up your power for a day and Just let it be. You will find that you will experience two things from doing this.First you will allow your partner to feel as though they are not wrong in the way they do things that they are equal in the relationship. Second you will find that you will feel a sense of letting go that comes from living outside of your ego. You will feel less stressed and anxious and more relaxed and in the moment. Task: Make today the day that you go with the flow. Dont get upset or anxious if things are not done your way (the right way) but instead allow yourself to see things form a new point of view (your partners point of view). Page 13 12. Write a Love Letter to Your Partner Words can say a lot.They mean something when they are said or written. The difference is that your partner can take those written words around with them forever and re-read them exactly as they are written. You will find that many older people still have a special note or picture that they still carry around with them after any years of being with someone. It means something special. Its something to look at. Plus writing how you feel is a lot different than saying how you feel. When you write you can be exact with what you are saying and correct any errors that you made.You dont have to say l didnt mean that! or Thats not how I meant it! . Task: Write out a lover letter saying why you are thankful for them today or what they mean to you or how grateful you are for last night. Whatever you write make sure it could potentially be something that they will carry around with them until they are older. Page 14 3. Write a Letter of Things You Want to Tell Your Partner But Can t Some things are hard to say. Many people have a hard time telling their partner that they love them, while others have a hard time telling them Just what is bothering them.Whatever it is it should be said. Task: Think of something that you SHOULD tell your partner, something good, and write it out to them. Page 15 14. Give Each other Pet Names and Use Them If you havent already done this then do it! Pet names are a special right for lovers! No one else can call you lover, bunny, sweetie, honey or anything else with the same meaning that they can. Plus, pet names remind you of the bond that you have when the name is said to you. They can lift you up and make you feel better after a long that feels comfortable to you.Once you have a pet name use it. Use it to address them whenever you can appreciate the bond that comes from it. Page 16 15. Remember That Your Words Can Hurt or Repair Always watch what you say to your partner. Your words have the power to hurt them deeply or repair their soul. You choose what you say and how you affect them. It can be easy to get caught up in your ego during a discussion or argument and say meeting you regret, but you may sometimes Just be in a bad mood and allow some hurtful words to come out.Or you may say something that you KNOW will hurt them in some way. Be aware of how you speak to your partner. If you think it may hurt them then and do them no good then dont say it, and if you need them to hear something then say it in the nicest way possible. Try to uplift your partner when they need it as well instead of turning back to whatever task you were doing. For instance, if they tell you that they are not feeling good during your favorite TV show then take a second to ask them why they not feeling good and let them know you care.

102 Week 5 Journal Response Professor Ramos Blog

102 Week 5 Journal Response Locate an article, news report, or social media post to respond to. You can also respond to any of the articles or topics discussed in the class. First, summarize what the post is saying and what you understand them to be arguing. Second, respond to the article with what we have been learning in class. Point out fallacies if you see them. Evaluate the argument they are making. Explain any bias you see in the post. Point out unsupported claims. If you agree, help them better support their argument. If you disagree, explain why. Notice the use of Ethos, Logos, and Pathos Make sure your journal response is at least 250 words long. Comment below with a link and your response.

Attitude, Legislation, and Litigation on Special Education Essay

Attitude, Legislation, and Litigation on Special Education - Essay Example The thrust of the special education movement has been to give students with disabilities access to a general education, remove the stigma of being labeled, and create methods to monitor and measure the success of these programs. The 1975 act was originally known as the Education for the Handicapped Act (EHA) and was designed to give students with disabilities a free education in the least restrictive environment possible (Special education laws, 2005). Subsequent amendments have been aimed at broadening the definition of disabled to include visual impairment and making provisions for including these students in regular classes when possible. Physical and mental challenges have historically been stigmatized and labeling has often been used as a detrimental tool to exclude students from normal activities. The 1975 Act was passed to reduce these social consequences and provide a system that was more fair in its treatment of the disabled. Prior to any legislation regarding special education, disabilities were generally viewed as a negative and the students were often shunted to areas outside the mainstream school system. One of the issues that have framed the special education debate in the last 30 years is the move towards inclusion. ... "outright denial of disability in some cases, illustrated by the contention that disability exists only in attitudes" (Kauffman, McGee, & Brigham, 2004, p.615). This has had the counter-productive effect of making a disability seem as something that does not matter. While this has had the positive effect of making regular classrooms more accessible to students, it has also minimized the challenge that faces these students. In many cases the past 30 years have seen attitudes change from discriminatory to indifference. The long-term outlook for special education in its current form could produce results that are the opposite of what it hopes to accomplish. Pratts (2000) states that " race and social class are being related to levels of academic achievement". This is only logical as we see poverty and family history placing many students at a disadvantage. This impacts the makeup of special education classes because "academic achievement is a strong predictor of referral and eventual placement in special education" (Hosp & Reschly, 2004, p.187). This has the potential to place a disproportionate number of students into special education based on socio-economic class. If the current movement of inclusion creates an environment of indifference, these students may become isolated and neglected. Public awareness of the realities of being disabled needs to be continually addressed. Without creating a proper public attitude towards special education, we may create a system that is less restrictive and mor e fair, but we also may cultivate an atmosphere of injustice. Feelings of awkwardness have often been a part of my own personal reaction to students with disabilities. In the past I was uncomfortable confronting their disabilities due to my confusion about whether or not they

Managing processes Essay Example | Topics and Well Written Essays - 1500 words

Managing processes - Essay Example Next this paper will perform an in-depth analysis of the contributing factors of the firm that has made it so successful in today’s climate. The origins of Primark are in Ireland in where in1969 the company was set up as ABF but traded as ‘Penneys’ (The Times, 2007). According to the company website by the end of 1971 there were twelve stores in Ireland and one additional store in Northern Ireland (Primark.co.uk 2009) However, it was not until the late 1990’s that the organization really started to reach its full potential as operating as Primark. The president of the company Arthur Ryan made a drastic decision to redirect the focus of ABF towards what would ultimately be the youth fashion market. It was in 1995 that Primark had a significant shift in the growth of their business with acquisition of the BHS One-Up discount chain of stores in the UK. It was from this new acquisition that, according to The Times (2007), Arthur Ryan (President of the company) became the driving force of the organsiation to continue to purchase a great deal of stock to drive down costs in an effort to be the cheapest merchants on every High street. At the moment according to Retail-Week.com (2005) Primark controls 2.5% but this trend is growing for the organization. Speaking of the ‘Value’ clothing market it has been further estimated that the market in the UK alone is worth  £6.4 billion (Retail-Week, 2005) and again this is a growing trend. According to McDougall writing for The Guardian, Primark has faced a number of allegations of unethical behavior in the last few years (2009). Earlier this year the firm was accused of paying illegal immigrants to make knitwear for the firm and stands accused of paying them just  £3.50 an hour which is under the national minimum wage. These allegations come after media accusations in 2008 that the firm was sourcing goods from textile mills in developing

Nursing; Effective patient transfer within UK hospital Essay

Nursing; Effective patient transfer within UK hospital - Essay Example The multidisciplinary team (MDT) will be working in all aspects of the discharge process. Effective discharge of patients from hospital includes a successful transition of a patient from secondary to primary care. A good communication and planning is important in this process. There must be an effective coordination and collaboration between the PCT and all of the different partners in the care process so that services are seamless and responsive to changing need. The Primary Care Trust (PCT) is the leader in developing the care management in a hospital. Working together with other government companies to be able to achieve its aim to have The NHS plan, to be able to produce a modern, flexible and patient-centered NHS. The NHS is the one responsible in improving the policy in discharging patient. The government is continuing its aim to improve the policy and guidelines in discharging a patient. NHS has made several adjustments on its process . The aim of the policy in discharging patient is to ensure the effective patient care, the appropriate, timely placement of patients dependent on their individual needs and the wider effective management of the elective and emergency workload across the Trust. The discharge planning for patients will start at the admission or at pre-admission clinics for elective patients. The Clinical Team will be the one ensuring that the patient remains in the timely pathway to discharge. The ward managers will be the designated personnel in facilitating this process. Base on the policy done by the Luton and Dunstable Hospital NHS Trust, there are several principles that underpinned the discharge policy: Each patient discharge will be assessed by the multidisciplinary team with the help of the patient, relatives, and carer. The assessment will start on or before the patient will be admitted. A leader will be selected by the care team to take the responsibility in identifying the discharge date and make sure that the discharge process will be effective. Every patient will be treated with respect. If in any case the patient will reject the care being extended, his decision will be respected. In case of disabled patient all his needs will be given. The MDT will assess the case of each patient. They will classify it base on the severity of the patient. This will be treated first and will be given proper attention to avoid over staying in the hospital. All the discharge planned along with the dates and contact numbers will be clearly documented. The checklist will be available such as the one being used by the Nursing Assessment. The care providers will be informed instantly about the plan for discharge. Relatives and carers will be given proper attention. If necessary they will be assessed by the social services. Patients will be provided with proper health education and support relating to the discharge process. All the information given to patients, families and carers will be consistent with that given by community agencies. The patient will have access to information about the discharge arrangements. Any instruction given regarding the discharge arrangement will be provided in a written form. This include the following: leaflets, booklets, advice sheets following operations, relevant contact numbers should the patient or carer

Regimes of Recognition and Enforcement of Judgments

Regimes of Recognition and Enforcement of Judgments A comparison of the similarities and differences of the respective regimes of recognition and enforcement of judgments under Council Regulation 44/2001 with those provided by the English Common Law. As a Member State of the European Union, the United Kingdom is subject to two regimes of recognition and enforcement of judgments. One is the domestic system that has developed under the English common law, while the other has been imposed upon the English legal system by the European Council, through Regulation 44/2001. These two regimes are similar in many ways, although there also significant differences between them. The Council Regulation acknowledges that in the pursuit of a community in which free movement of persons is ensured, there needs to be ‘measures relating to judicial cooperation in civil matters which are necessary for the sound operation of the internal market.’ Furthermore, it expressly recognizes that judicial differences between the national rules of member states governing jurisdiction and recognition of judgments ‘hamper the sound operation of the internal market’. The Regulation seeks to establish the free movement of judgments in civil and commercial matters, and it can therefore be seen as a harmonizing measure. It replaced the Brussels Convention on jurisdiction. The Regulation is based upon the principle that there should be a high level of predictability in the area of judicial enforcement and recognition. This can be seen as in-keeping with the general aims of the Community as set out in the earlier Treaties. Article 32 of the Regulation defines ‘judgment’ as ‘any judgment given by a court or tribunal of a member state, whatever the judgment may be called, including a decree, order, decision or writ of execution†¦Ã¢â‚¬â„¢ This deals with any semantic difficulties of interpretation throughout the Member States, and ensures that all judgments that should properly be described as judgments are so. The Regulation goes on to state that a judgment in one Member State will be recognized, without the need for any special procedure, in other Member States. This can be seen as differing to some extent from the common law regime in England, under which a specific treaty with the country in which the original judgment was obtained is required in order for that judgment to be enforced. Such was the result of the Brussels and Legano Conventions, which the Regulation has sought to amend. If this is not in existence, the jurisdiction of an English court will depend upon where the process was served upon the defendant. At common law, there is a distinction between service upon a defendant within the jurisdiction, and service upon a defendant outside the jurisdiction. Where the defendant is outside the jurisdiction, service upon such a defendant requires the permission of the court (under the Civil Procedure Rules Part 6). There are a number of other significant factors to which attention must be paid under the English common law relating to recognition of judgments. These factors include the nationality of the court which gave judgment (as was mentioned above relating to the question of whether a treaty exists with that country); the subject matter of the action (that is, whether it is an action in personam or in rem; a distinction which the Regulation also makes); as well as the nature of the order made by the court outside of the jurisdiction. The regime under the common law makes provision for the ‘registration’ of judgments, particularly of those from the Commonwealth and other Western European countries (under the Administration of Justice Act 1920, s9(1)). Once registered, a judgment has the same force and effect as if the judgment had originally been obtained from the registering court on the day of registration. Furthermore, foreign judgments can be registered under the Foreign Ju dgments (Reciprocal Enforcement) Act 1933. The effect of this is the same as registered judgments under the AJA; namely that the judgment obtains the force and effect it would have if granted in the registering court. These provisions, then, require a foreign judgment to be registered in the UK in order for it to be enforceable and recoverable on. This is considerably more protracted and complex than under the European regime brought in by Regulation 44/2001. This is more straightforward, although of course more limited. While a judgment obtained in a court of a Member State will be applicable throughout the Community, and actionable upon, this extends only to the other Member States as opposed to under British law, whereby the judgment of a court of any nationality will be recognized and enforced, so long as it is registered in accordance with the statutory provisions. Further principles have developed under the common law in England regarding what judgments will be enforceable. It is established that the judgment in personam of a court of ‘competent jurisdiction’ will be enforceable in England provided that it is for a definite sum of money, and it is final and conclusive. These conditions add little to the statutory provisions other than a requisite degree of certainty. This can be seen to differ from the Regulation which stipulates that even a judgment for a ‘periodic payment by way of penalty’ will be enforceable but only if the amount has been finally determined. There is no requirement, then, under Article 49, for the payment to be final and conclusive. There are, then, certain important differences between the two regimes on recognition and enforcement of judgments to which the UK is subject. Despite this, however, the Regulation sought to harmonise the laws relating to enforcement to promote the free movement of judgments within the Community. It has achieved this without infringing too much on the existing English regime which maintains it applicability to judgments from courts of nationalities outside the Community.

Urban Legend of Car Headlights Essay -- Urban Legends

Lights Out In preparation for this writing assignment, I interviewed about 15 students at the University to collect their urban legends. One legend, often called â€Å"Lights Out,† was mentioned by just about all of the students I interviewed. Those who did not mention it on their own recognized it when I described it. I interviewed a 19-year-old male sophomore who anticipates getting into the School of Business. He transferred from Community College this past fall, and currently lives with a relative in a nearby off-campus home. He went to a small Catholic high school. He recalls first hearing this legend early in high school, probably between freshman and sophomore year. After telling him the purpose of the interview, I began the conversation by asking if he knew any urban legends, to which he replied: Ummm, maybe (pensive)†¦ you mean like the gang killer story? (looks excited)... It’s something like, (change to more serious tone) if you see a car driving on the road, coming toward you with no headlights on, and you flash your headlights at them, they will turn around and chase you down and kill you†¦ I think gangs really do that though (slight smile), so I guess it’s a non-urban legend. He told me the story rather quickly, but in an uncharacteristically serious tone, and maintained eye contact during the performance. The story he told is not really very long or involved with characters and exact places, but I interpret that as an element that makes the story more likely to circulate, since the lack of specificity implies it could happen to anyone, anywhere. Normally, this individual cannot say a single sentence without laughing, joking, or including some kind of sarcasm, but his tone while he quickly reviewed this ... ...ecause those who do get screwed.† It could mean that people who worry about the safety of others instead of their own are at the greatest risk. Works Cited Armstrong, David. (1994, January 23). "Police label gang story a hoax; Rumors of motorists killed in initiation rite spread from coast to coast." The Boston Globe. Retrieved April 7, 2006 from LexisNexis; keyword â€Å"gang headlights legend.† Emery, David. â€Å"Flash Your Headlights and Die!, Netlore Archive: Resurgence of a terrifying urban legend about aspiring gang members opening fire on oncoming drivers who innocently flashed their headlights† (10 paragraphs). Retrieved April 7, 2006 from http://www.urbanlegends.about.com/library/blbyol.htm. Mikkelson, Barbara. (2005, October 29). â€Å"Lights Out!† (31 paragraphs). Retrieved April 7, 2006 from http://www.snopes.com/horrors/madmen/lightsout.asp.

Muslims and Science

THEME OF ESSAY Please read the short book  Ã¢â‚¬ËœMuslims and Science'  by Pervaiz Hoodhbhoy. Provide your views on the central argument of this book. Building on your knowledge from Bronowski and Sagan, what were the vital characteristics that allowed Western civilization to outpace Muslim civilization in the development of science in the modern period? Muslims and Science By Zara Abbas(11020043) Perspective Ever since the advent of Islam in 7th Century, the Muslim civilization rapidly rose to the forefront of human achievement.Remarkable progress was made not only in the fields of sciences and philosophy – i. e. mathematics, astrology, astronomy, optics, cartography, medicine, anthropology, logic and literature – but they also became the dominant military and economic power of the world by the 13th Century. These accomplishments were made possible by a number of underlying factors prevailing at that time in Muslim history.The significant ones being the territorial and commercial expansion of Muslim influence to a vast area where a treasure trove of Greek, Persian and Roman works in science, medicine and philosophy was made available to their intellectuals to build upon; Patronage and encouragement was given to Muslim scholars by the ruling elite of that time, several universities were built in the Muslim lands and a spirit of freedom for inquisitive research across the religious divide was created and encouraged.But then, owing to a raging and endless conflict between the forces of logic and reason and those of rigid religious fundamentalism, Muslim Science lost its appeal and eventually disappeared into near oblivion. Resultantly, the culture of patronage of those seeking knowledge and the pursuit of excellence in the fields of sciences and the arts also died. The Muslim World today, comprising 57 countries and 1. 57 billion people – which is roughly one fifth of the world population – has made no significant contribution to s cience or offered anything substantial towards technology[1] during the last 500 years.It remains in a state of intellectual stagnation while its inept and corrupt leaders rule without any vision or foresight. Budgetary allocations for sciences and general education in most Islamic countries are low resulting in their dependence on the West for survival in vital areas of human activity. Their collective wealth of human capital and vast preserve of natural resources are being wasted on non-development expenditures. The continuing cycle of regressive policy formulation has perpetuated poverty, conflict and instability in most Muslim countries.This deliberate neglect has not only created frustration and despondency amongst the Muslim youth but has also provided space to the orthodox religious forces to breed a deep rooted hatred for the ‘Christian West’ being a convenient scapegoat. In the context of Pakistan and its regional geo-political environment we find ourselves tra pped in a serious internal conflict, socio-economic insecurity, political instability and institutional collapse which have retarded the pace of societal progress. This bleak scenario provides enough motivation to dejected members of the society to join extremist elements for their self actualization.When the sad decline of Muslims began after almost 5 centuries of world domination, the West started overtaking them in every field of human enterprise ranging from means of warfare, industry, economics, education, governance and culture. This ascendency of European nations is attributed to the collapse of feudal economy, relegation of the Church from socio-political dominance to mere religious preaching, emergence of capitalistic economy, development of a secular and rational approach towards scientific and social education[2] and lastly the productive cum commercial usefulness of science and technology for the human race.Unfortunately, the gap between both civilizations in the domain of scientific research and technological advancement has steadily widened during the last 400 years. It is therefore imperative upon the Islamic world to take drastic but pragmatic measures to stem the tide; otherwise we are headed towards an impending disaster. This is precisely the ‘Central Argument’ of Dr. Parvez Hoodbhoy’s Book ‘Muslims and Science – Religious Orthodoxy and the Struggle for Rationality†.Although a nuclear physicist by profession, Dr Hoodbhoy has shown remarkable insight into a subject of academic specialization and contemporary importance and has produced a timely and dispassionate analysis of the causes of decline of the Muslim world in the fields of sciences after remaining in the forefront for centuries. His persuasive and lucid style of argument, which at times seems rather offensive for typical Pakistani (i. e.Muslim) sensibilities, takes the reader through the entire spectrum of factors affecting the Muslim loss of wo rld leadership and retreat from modernity. Simultaneously, he also highlights the special characteristics of the Western nations that propelled them towards human excellence and accomplishment not only in sciences but also in societal activity. Finally, he also suggests some functional and sensible measures to progressively take the Muslims onto the path of modernity and scientific enterprise in harmony with our Islamic ethos. AimThe aim of this essay is to enunciate my own reflections on the decline of Muslim society after leading the world for centuries as against the ascendency of Western powers through their superior human actualization with a view to proposing a realistic way forward for the Muslims in light of the notions expressed by Hoodbhoy, Bronowski and Sagan. What Ails The Muslim World Over the past five centuries people in Islamic societies have tried to come to terms with the reality of their relegation to being the world’s ‘followers’ after remaini ng its ‘leading light’ for an equally long period in the medieval ages.The crucial but relevant question of, ‘What went wrong? ’ agitates the minds of Muslim intellectuals and youth alike. But beyond seeking scapegoats the question remains unanswered. There seems to be no common agreement and honest acknowledgement of our own failings that led to our sad but steady decay, particularly so in the arena of scientific development. However, armed with my study of the subject ‘Science and Civilization’ I shall briefly put forward an objective view of the malaise afflicting the Muslims. 1. Historical Causes of Muslim Decline a.Orthodoxy versus Rationality. The long drawn clash (801 – 1406 AD) between the supporters of Pre destination/Revelation and other Orthodox/Conservative scholars of Sharia, Theology and Islamic jurisprudence (represented by Al Ghazali, Ahmad Bin Hanbal, Al Ashari, Ibn e Taymia, Al Maalik) and the Qadarites/Mutazlites (i. e . the proponents of Free Will, Ethics and Reason represented by Al Kindi, Al Razi, Ibn e Sina, Ibn e Rushd and Ibn e Khaldun)[3] eventually led to the victory of the forces of ossified religiosity and swept rational thought away from Islamic intellectualism.Thus the hitherto patronage, respect and support extended to the scholars by the nobility of the times were also withdrawn under pressure from the conservatives. Sadly, the separation between the fundamentalists and secular/rational Muslims became complete and exists till the present times. Thereafter, no one could dare combine reason with revelation in Islam. The edifice of Islamic science and intellectual glory was reduced to ruin and could not be rebuilt. b. Non Scientific Attitude.As a logical corollary of the aforementioned rigidity of thought amongst the Muslim Orthodoxy, the attitudinal notions required for the nurture and development of sciences did not evolve in the Muslim world after the defeat of rationality. The arriv al of dogma and rigidity in Muslim intellectual thought led them to the rejection of ‘prediction’, ‘imagination’, ‘curiosity or the spirit of inquiry’ and ‘the will or urge to control one’s physical environment to human advantage’- essential ingredients of scientific knowledge – resulting in the death of creative activity.Likewise, Muslims of the ‘post golden age’ inherited a general lack of spirit and interest in ‘theoretical’ learning of various sciences owing to their insignificant material reward or utility. They would rather opt for acquisition of practical knowledge for ‘utilitarian’ ends instead of developing a general atmosphere of learning where ‘abstract thought’ and ‘spiritual values could be nurtured. [4] This general apathy towards academic learning steadily became a societal attitude amongst the Muslim generations which exists even today. c. Musli m Educational System.The traditional concept and orientation of education in Muslim societies aims at harmonizing all knowledge with Islamic thought whereby the student remains wedded to his/her Islamic ethos. This develops an attitude of ‘acquiring revealed knowledge’ being a Divine command rather than ‘discovering’ it through inquisitive and participative means. The traditional mode of education followed over centuries in the Muslim world led them to nurture the values of ‘rote learning’, ‘historical and conceptual continuity’,[5] ‘self righteousness’ and ‘rigidity’ in their psyche.Their consequent inability to respond and adjust to a constantly changing world denied them the chance to progress and achieve scientific excellence. d. Capitalism versus Islamic Law. The scientific and industrial revolution in Europe transformed a hitherto feudal society into a modern capitalistic culture. This was achieved t hrough the creation of a bourgeois class capable of investments, innovations and structural changes to coordinate the new means of production and technical progress with the new complex economic challenges.This automatically led to the development of a comprehensive legal system for regulation and dispute resolution of the new socio economic realities. [6] As against this the Islamic jurisprudence, being derived from Quranic injunctions and Prophetic traditions, has a fixed set of rules and defining principles within which justice is to be provided and these laws cannot not be altered or modified to suit changing situations. Therefore, capitalist economy could not take root and develop in its classical sense in Muslim societies. . Economic Causes. When the colonization of Muslim lands in began in the 18th Century, Muslim civilization was urban based with the city dwellers depending on the continuous and assured supply of means of subsistence from the rural peasantry. Such supplies w ould continue even during conditions of famine or strife with state assistance. Therefore, Muslim economies of that time remained immune from Europe’s revolutionary advancement.Likewise, Muslim urban centers never developed municipal or corporate institutions meant for stimulation of economic growth through industry and trade. [7] As a result the Muslim economic order of that era could not compete with Europe’s phenomenal economic growth. f. Means of Warfare. The steady European advancement in the means of warfare (concepts and weaponry) along with the progress made in industry and technology after the 15th Century was also an important factor in causing European victories on the battlefield.By comparison the Muslims could not generate comparable military muscle/prowess. This incompatibility increased substantially by the 18th Century resulting in the occupation of Muslim territories in North Africa, Spain, Balkans, Russia, India and Iran culminating into the colonizat ion of almost the entire Muslim world by the 19th Century. [8] g. Non Existence of a Power Structure. The power structure of a society determines its dominant attitudes towards scientific enquiry and acquisition of knowledge.In the absence of a central authority wielding politico-religious and military power as against the Church in medieval Europe, the Islamic world did not possess the means of exercising control over its territories/subjects and resolving disputes. This inherent weakness laid bare the possibility of insurrection by powerful religious factions/sects, seizing control of distant lands by usurpers or mobilization of the majority sect against minority viewpoint on liberal religious groups. 9] This was a serious organizational weakness that eventually proved detrimental to the political, economic and intellectual ascendency of the Islamic society. 2. Present State of Muslim Science/Education a. Scientific Progress. A recent study of the World Bank indicates that the qua lity of scientific as well as general education in the Muslim World is rapidly falling behind the rest of the World and needs urgent attention if it is to cope with the demands of the future.While some Islamic countries – like Pakistan, Saudi Arabia, UAE, Qatar, Malaysia, Iran and Nigeria – have drastically increased their respective resource allocations to boost general education and the Sciences, their traditional attitudes towards the education of women, non separation of religious thought from the secular nature of scientific education and discouraging a scientific culture based upon innovation, quantification and empirical verification remain uncompromising to this date. b. Science in the Productive Sector.Despite a universal recognition of the importance of industrial sector for a nation’s economic growth, value added production of contemporary Muslim economies is woefully low. Barring Malaysia, the nature of economy of key Muslim countries remains basical ly agro and mineral extraction. [10] Therefore their accumulated economic strength/capacity is comparatively lower than other developing economies. This indicates that the ‘science to production’ ratio is negligible with little indications of improvement. c. Scientific Output.The overall scientific output of Muslim countries, as indicated by the number of science research papers published together with the citations to them, indicates that we stand alarmingly low in comparison with others like India, Brazil, China and USA. Likewise, we find that 46 Muslim countries contributed 1. 17 % of the world’s science literature as against 1. 66% and 1. 48% respectively from India and Spain alone. Interestingly, 20 Arab countries contributed 0. 55% in comparison to 0. 89 % by Israel. Moreover, the scientific worth or quality of a fairly large number of these papers was not only below par but some were even plagiarized.A study by academics at the International Islamic Univer sity Malaysia showed that OIC countries have 8. 5 scientists, engineers, and technicians per 1000 population, compared with a world average of 40. 7, and 139. 3 for countries of the Organization for Economic Co-operation and Development. [11] It is also a known fact that the number of Muslim Nobel Laureates is still in single digit in comparison to hundreds from Israel alone. This state of affairs does not augur well for the future of Muslim science. d. Scientific Enterprises.Over the last decade or so Muslim Governments have been steadily increasing their S & T budgets with a view to inducing greater scientific activity. The existing average spending of 57 Islamic countries on R & D is 0. 3% of their GNP which remains far below the global average of 2. 4%. [12] Nonetheless, the there is a perceptible trend of higher spending in major Muslim countries. But bigger budgets alone would not arrest the deteriorating standards unless the capacity to spend these monies is also built simult aneously on developing a critical mass of scientists, engineers and technicians besides improving their quality and professionalism.Recent surveys also indicate that spending on higher education has increased significantly resulting in a sharp rise in the number of institutions, students and infrastructural improvements. But these centers of learning still lack the qualitative edge that could make them rank amongst the foremost 500 in the world which is not the case at the moment. e. Educational Paradox – Pakistan’s Context. Ever since Pakistan’s independence no government has ever given education any status in the list of its national priorities.The public sector expenditure on this vital sector has remained abysmally low (i. e. ranging between 2. 16% to 2. 42 % of GDP from 2003-08 but was reduced to a paltry 2% in 2010 budget)[13] which compares poorly with other South Asian countries. This has left Pakistan’s literacy rates as the lowest in the region (i. e. 57% – which is 69% males and 45% females). [14] The poor quality of the learning environment is evident from the fact that a large number of schools lack basic infrastructure — 37. per cent of the schools up to the elementary level don’t have boundary walls, 33. 9 per cent lack drinking water facility, 37 per cent don’t have latrines and 60 per cent are without electricity. [15] Owing to the criminal neglect of various successive governments in formulating coherent and sustainable education policies for the people by investing in this vital sector, we have not only ended up losing precious generations to the vicissitudes of time but have also denied them the opportunity to improve their lot through acquisition and development of skills.Apart from this, the general apathy and indifference shown towards education by our rulers has led to the creation of a stratified system of educational prejudice. In that the ‘rich and the elite’ go to the private ‘English medium’ schools while the ‘commoner class’ attends the government run ‘Urdu medium’ schools. This puts the common citizen at an unfair disadvantage against the well to do child when both aspire and compete for admission into professional institutions. Recommendations In the words from Dr. Hoodbhoy borrowed from one of his recent papers, ‘Progress will require behavioral changes.If Muslim societies are to develop technology instead of just using it, the ruthlessly competitive global marketplace will insist on not only high skill levels but also intense social work habits. Science can prosper among Muslims once again, but only with a willingness to accept certain basic philosophical and attitudinal changes—i. e. shrug off the dead hand of tradition, reject fatalism and absolute belief in authority, accept the legitimacy of temporal laws, value intellectual rigor and scientific honesty, and respect cultural and pe rsonal freedoms.The struggle to usher in science will have to go side-by-side with a much wider campaign to elbow out rigid orthodoxy and bring in modern thought, arts, philosophy, democracy, and pluralism’. Within this forthright observation lies an abstract framework of our future plan of action based on common sense and principles of logic and reason. However, we would need to tread this path with farsighted prudence and devise our strategic thinking in harmony with the obtaining socio political realities of the Islamic world.Such an approach warrants a judicious and systematic execution but profound application so that the reform process permeates into the Muslim soul without agitating its impassioned sensibilities. The new model of our education philosophy should recognize and affirm that science and religion are complementary and not contradictory to each other. Therefore, the revised concept of scientific education should clearly state that both disciplines are separat e domains which do not overlap; and that there can never be a conflict between the two as long as their protagonists do not stoke public passions for self aggrandizement.The other areas where reform is proposed are listed below: †¢ Remodel the entire concept/ philosophy of general education at the primary /secondary levels with a view to developing the traits of inquisitiveness, empirical and deductive thought process and the ability to challenge/question precepts and assumptions. †¢ Basic education up to Matriculation (or equivalent standard) should be made compulsory for all citizens (both genders) in all Muslim countries. †¢ Budgetary allocation for education be brought at par with laid down UNESCO standards. Revitalize the tertiary and post graduate education system by improving the infrastructure and facilities, provision of high quality teaching staff and improving the quality/worth of scientific research. †¢ Current standards of vocational training for ski ll development of technicians should be refined, upgraded and rejuvenated to match the ongoing technological advancement. †¢ The syllabi of Deeni Madaris (religious schools) should be suitably revamped and harmonized with the current trends in modern education. †¢ The existing disparity between the standards of education/syllabi of Public and private schools be minimized at priority.BIBLIOGRAPHY †¢ Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991) †¢ Bernard Lewis , â€Å"What Went Wrong? † (Perennial Harper Collins 2002) †¢ Jacob Bronowski, â€Å"The Ascent of Man† (1973) †¢ Carl Sagan, â€Å"Cosmos† (1980) †¢ Pervez Amirali Hoodbhoy, â€Å"Science and the Islamic World – The Quest for Rapprochement† , â€Å"Physics Today† August 2007 pg 49 < http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. sh tml? bypassSSO=1 > †¢ â€Å"Muslim World Education – Falling Behind†, ‘Khilafah. Com’ , 24 Feb 2008 < http://www. khilafah. com/index. hp/the-khilafah/education/2019-muslim-world-education-falling-behind > †¢ Dr. Ahmad shafaat, â€Å"a review of Pervez Hoodbhoy, Islam and Science: Religious Orthodoxy and Battle for Rationality† November 2002 < http://www. islamicperspectives. com/ReviewPervezHoodbhoy. htm > †¢ Khawar Ghumman, â€Å"Only two percent of GDP Spent on Education†, Dawn. Com, (5 Jun 2010) , < http://www. dawn. com/wps/wcm/connect/dawn-content-library/dawn/the-newspaper/front-page/21-only-2pc-of-gdp-spent-on-education-560-sk-09 > ———————– [1] â€Å"Muslim World Education – Falling Behind†, ‘Khilafah. Com’ , 24 Feb 2008 < http://www. khilafah. om/index. php/the-khilafah/education/2019-muslim-world-education-fallin g-behind > [2] Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991) pg 2 &161. [3]Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991),pg 115 – 141. [4]Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991) pg 145 – 149. [5] Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 149 – 154. 6] Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 154 – 156. [7] Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books ,1991), pg 157 †“ 160. [8] Bernard Lewis , â€Å"What Went Wrong? † (Perennial Harper Collins 2002), pg 18 – 34. [9]Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991), pg 161. [10]Pervez Amirali Hoodbhoy, â€Å"Muslims & Science – Religious Orthodoxy and the Struggle for Rationality† (Vanguard Books , 1991), pg 34 – 37. 11] Pervez Amirali Hoodbhoy(2007), â€Å"Science and the Islamic World – The Quest for Rapprochement† ,Physics today’ August 2007 pg 49 < http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. shtml? bypassSSO=1 > [12] Pervez Amirali Hoodbhoy, â€Å"Science and the Islamic World – The Quest for Rapprochement† ,Physics Today’ August 2007 pg 49 < http://ptonline. aip. org/journals/doc/PHTOAD-ft/vol_60/iss_8/49_1. shtml? bypassSSO=1 > [13] Government of Pakistan – Ministries of Finance and Education –

The Moon is Down essays

The Moon is Down essays Set in contemporary time The Moon is Down by John Steinbeck portrays a story of the struggles of war. The book was published in 1942, which was the time when American was just rearming for World War II. Norway, Denmark, Holland, and France were all occupied. The country in this book that is under occupation is Norway. In this story the town is anonymous though peace loving and small such as Norway. A stronger country invades them, which is supposed to represent Germany. It takes place during the winter mainly at the Mayors palace. The storys setting in such a small place allows the reader to get an intimate look at the strategies and thoughts of the conquered and the conquerors during wartime. This book served as war propaganda and possession of the book resulted in death. This simple story gave those who were under the occupation of the Leader or Hitler, great hope of surviving. The purpose of The Moon is Down is to make a mockery of war and how pointless it is. Also Ste inbeck wanted to show that in the end the free individuals prevail because they are stronger in the long run than a totalitarian power. Throughout the book there are many metaphors for good and evil. The title comes from a scene in Macbeth when Banquo asks his son How goes the night boy? And Fleance replies The moon is down; I have not heard the clock. This line in the play represents evil descending on the kingdom. Though it is nighttime, there is no moon, meaning no light meaning only darkness, meaning evil with no hope of goodness. The townspeople in the story represent good and the invaders represent evil. Another symbol of evil is cold. Many times throughout the story Mayor Orden mentions the falling of snow. In this case snow represents cold weather, like the coldness of the German invaders controlling every aspect of the small towns lives. Doctor Winter says, there&...

What Comes With a Continental Breakfast Sample Menu

What Comes With a Continental Breakfast Sample Menu SAT / ACT Prep Online Guides and Tips If you're going somewhere that's offering a continental breakfast, you may be confused by the term. What is a continental breakfast, really? Should you be excited for or fearful of it? As someone who has eaten hundreds, if not thousands, of continental breakfasts throughout the world, let me guide you through the ins and outs of this specific meal. I'll explain the continental breakfast, break down a typical continental breakfast menu, and detail the differences between the very worst and the very best continental breakfasts. What Is a Continental Breakfast? A continental breakfast is a light morning meal. It’s served buffet style, and it typically has fewer offerings than a traditional breakfast at a restaurant. Normally, it consists of bread products, fruit, fruit juice, coffee, and tea. Most often, you’ll find continental breakfasts at hotels, motels, and events. As a rule of thumb, a continental breakfast usually doesn't have hot food like eggs or sausages. Products will usually be cold or room temperature. The hotels or motels that provide continental breakfasts will usually offer them for free for their guests from 6-9 or 6-10 in the morning. If you go on vacation, I wish you luck in your attempt to wake up in time to take advantage of the the free continental breakfast. How Did the Term â€Å"Continental Breakfast† Originate? It’s unclear exactly when the term â€Å"continental breakfast† originated, probably in the mid-19th century, but the â€Å"continental† in â€Å"continental breakfast† refers to the countries of continental Europe where light breakfasts were the norm. Makes sense, right? A continental breakfast is supposed to stand in contrast to a standard English breakfast, which is extremely heavy. The standard English breakfast includes eggs, bacon, sausage, toast, and coffee or tea. Additionally, it can include fish, beans, and English pudding. That's a whole lotta food to start your day. The continental breakfast consists of lighter fare and is based primarily on bread products. Continental breakfasts became common at American hotels as more Europeans traveled to the US in the late 19th century, and the hotels tried to meet the tastes and expectations of the tourists. Now, â€Å"continental breakfast† typically refers just as much to the price as the food options. Meals used to be included in the price of traditional American hotels; however, tourists began opting out of the hotel meals, but they still wanted breakfast. Thus, the free continental breakfast was born. What Items Does a Continental Breakfast Include? Here's a rundown of the food items you'll often find in a continental breakfast: Bread Products At the traditional continental breakfast, bread products reign supreme. You can often find donuts, muffins, bread, bagels, croissants, cereal, and pastries. At nicer continental breakfasts, you may be able to feast on waffles, pancakes, or french toast. You'll also have the necessary condiments to enhance your bread products, including butter, cream cheese, and jam/jelly. Fruit Most continental breakfasts provide fruit as a healthier option. Typically, there will be apples and bananas, so you'll be able to get your fiber and potassium. If you're lucky, you'll be able to indulge in melon, pears, grapes, and an assortment of berries. Fruit Juice Another continental breakfast staple is fruit juice. Generally, you'll be able to choose between orange and apple juice. Other possible fruit juice options include cranberry, grapefuit, and grape juice. Coffee and Tea Most continental breakfasts will provide coffee and tea. Ideally, your coffee will be freshly brewed. If you prefer tea, you'll probably have to get yourself some hot water and a tea bag. There should be cream and sweeteners to add some flavor to your hot beverages. Miscellaneous Items Here are some other foods that you'll sometimes see at continental breakfasts: Yogurt Oatmeal Eggs Bacon Sausage Cheese What Makes a Good Continental Breakfast? The quality of a continental breakfast is dependent on the quantity and quality of its offerings. Basically, how many products does it have, and how good are those products? Here are your different levels of continental breakfasts: Bad Continental Breakfast I’ve seen some pretty sad and gross continental breakfasts. The worst ones I’ve seen only provided stale bagels and old cereal. There was no milk (was I expected to eat dry cereal?), no fruit juice, and no freshly brewed coffee. It was obvious that the continental breakfast wasn’t well-maintained and the very limited products weren’t regularly replaced. Standard Continental Breakfast The standard continental breakfast will be well-organized and provide mostly fresh products, but there will be limited offerings. The standard continental breakfast will have some combination of fruit, muffins, bagels, cereal, bread, croissants, pastries, waffles, yogurt, juice, milk, tea, and fresh coffee. Additionally, there will be butter, jam/jelly, cream, and sugar available. Here’s a pic of a standard continental breakfast: You can see the cereal, milk, fruit, and coffee. In the right corner of the pic, it looks like there may be a waffle maker. Most often, you'll have to make your own waffles at the continental breakfast. Good Continental Breakfast The primary factor that separates a standard continental breakfast from a good one is the number of food options. A good continental breakfast looks more like a breakfast buffet at a restaurant. The most impressive breakfast spreads include eggs, bacon, sausage, french toast, and pancakes, in addition to all of the options at a standard continental breakfast. You may even get some fancier breakfast entrees like quiches, omelets, or Eggs Benedict. (To be fair, at this point it stops being a traditional continental breakfast and becomes more of an Everything breakfast.) Look at all these options: Bev Sykes/Flickr How to Do a Continental Breakfast Right As a connoisseur of continental breakfasts, let me advise you on how to make the most out of your free breakfast experience. Step #1: Arrive On Time For many people (myself included), the biggest obstacle to taking advantage of the free continental breakfast is waking up in time to partake in the breakfast fun. Some continental breakfasts end as early as 9:00 AM, and if you're on vacation and have a rare opportunity to sleep in, you may not want to get out of bed before noon. I recommend arriving to the continental breakfast at least 20 minutes before it's supposed to end. If you show up at the last second, hotel staff may be taking away items as you're trying to serve yourself. You also want to give yourself enough time to get seconds. If you love breakfast, but you aren't ready to start your day during the designated breakfast hours, you can always grab your continental breakfast, take it back to your room, eat, and then head back to dream land. That's a savvy move. Step #2: Survey Your Options Before grabbing food, see what’s available and briefly inspect your options. Even though continental breakfasts are all-you-can-eat, it’s better not to take food you’re not going to eat or won’t like. For example, you may typically like bagels and fruit, but often, the bagels and fruit at the continental breakfast are far from fresh. I’ve seen some continental breakfast bananas that look a few months old and bagels that were hard enough to break a car window. I love eggs, but there are continental breakfast eggs that are as rubbery as car tires. You’ll probably have the most enjoyable meal by selecting the highest quality products available. Step #3: Consider Your Goals Think about what you’re trying to get out of this meal. Do you want the tastiest meal possible? Generally, this is my goal at the continental breakfast. I want to satisfy my hunger and enjoy my food. If you’re like me, you’ll probably want to look for the muffins, donuts, or pastries at a standard continental breakfast. If you have the patience, making your own waffle is also a good call. If you’re at a good continental breakfast, you’ll want eggs and meat. My ideal continental breakfast is eggs, bacon, sausage, two muffins, a donut, and apple juice. Yummy. Are you trying to gain muscle or lose weight? If you’re looking to add muscle or lose weight, go for lean protein and fruit. Hard boiled eggs, turkey bacon, oatmeal, yogurt, and fruit would be ideal options for you. Do you want a combo of healthy and tasty? For healthy and tasty, I recommend a moderately-sized balanced meal. As an example, you can do a bagel with low-fat cream cheese, fruit, eggs, and yogurt. For your beverage, try to stick to water, but if you need some caffeine, take it easy on the sweeteners. Step #4: Take a Little Less Than You Plan on Eating I think we’re all guilty of letting our eyes be bigger than our stomachs. If you hit up the continental breakfast when you’re rather hungry, you’re likely to get too much food. You don’t want to waste food, and you don’t want to eat so much that you feel bad when you’re done. Admittedly, I’ve been guilty of gluttony and needed to lay down after five donuts, six sausage links, and five pieces of bacon. Remember the continental breakfast is all-you-can-eat. If you’re still hungry after your first plate, you can always return for seconds. Step #5: Lower Your Expectations Because the continental breakfast is usually free, don’t expect world-class food. If you’re a food snob who can only enjoy the finest of foods, you’ll undoubtedly be disappointed at any continental breakfast. If you go in just hoping for bread that isn’t stale and food that tastes better than stale bread, you have a good chance of being pleased with your continental breakfast. If the food is free, remind yourself that free food is the most delicious. It’s very possible to get a satisfying meal with pretty good food at a continental breakfast, and it’s free and all-you-can-eat. Nothing wrong with that.

Authentic Assessment vs. Standardized Testing Research Paper

Authentic Assessment vs. Standardized Testing - Research Paper Example Such simulations can aid the students to process new information by connecting it to prior knowledge of the subject. When instruction is adapted to conform to the theory of multiple intelligences, it naturally follows that assessment should be similarly adapted. However, in most schools, the assessment practices to gauge student progress rely mainly on standardized testing methods that are often inauthentic, and which only reveal whether the student can recognize and recall what has been told to him/her by way of the lesson. Thus, high scores on standardized tests are a measure of how well a student can take the test and not his/her actual working knowledge. Besides, the standardized tests which comprise of multiple choice, fill in the blank, and true/false questions do not actually promote learning as they only evaluate what the student knows at that particular point in time. The standardized tests cannot identify students in need of intervention or help formulate appropriate instru ctional strategies. This form of assessment of student performance, in fact, controls learning. The test scores lead the students to believe that right answers are more important than analysis and approach. About standardized testing methods, Meier (2002) states clearly that, â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.standardized tests are utterly counterproductive for the educational purpose of seeing what kids have learned in school so as to improve education for all† (p.105). Also, according to Meir, standardized tests do not represent the sole evidence of a student’s intellectual growth. Standardized tests follow pre-set criteria that stipulate how, where and by whom the test is to be administered and scored, who else besides the teacher and the student can be present, the way questions are asked, and what responses are acceptable. That is, such a testing controls all the elements involved in the assessment process except the child's responses. Standardized test results are repo rted using standard scores. Gardner (1993) is of the opinion that the most widely used standardized tests of intelligence (e.g., The Wechsler scales and the Stanford-Binet) measure only linguistic and logical/mathematical intelligences whereas the purpose of assessment should be to obtain information about the skills and potentials of individuals. A multidimensional assessment of students based on a broader concept of intelligence, ability, and learning would be more in line with the theory of multiple intelligences. Authentic assessment, also called performance assessment, portfolio assessment, curriculum-embedded instruction, or integrated education is, according to Miesels et al. (2003), â€Å"......an instructional-driven measurement in which students’ actual classroom performance is evaluated in terms of standards-infused criteria†. In this method of assessment, a student is evaluated on a broader concept of intelligence, ability, and learning based on all intelli gences identified by MI including visual, musical, kinesthetic, intrapersonal, interpersonal, and naturalistic abilities in addition to verbal and logical potential. Such an assessment will be formative, providing immediate feedback for learning and teaching,

Film review Movie Example | Topics and Well Written Essays - 500 words - 2

Film - Movie Review Example In addition, he keeps a non-Muslim girlfriend which is against the Islam teaching. He also brings in a dancer contrary to the religion expectations. However, his perspective concerning his religion changes especially when he sees a large number of Muslims who turn up for the religious event. The father practices his religion by observing all the pillars of Islam. According to the film, he prays five times a day and has shown meekness as required by the religion by travelling by roads for many kilometers. In addition, he travels to Mecca as one pf the main pillars of his religion. It is evident that the journey to Mecca has made Reda to involve. In this case, the first aspect of evolution is evident when he is overwhelmed by the multitude of Islam faithful who turn up for the pilgrim event. Furthermore, Reda starts talking to the father quite often in their native language; French. Reda goes back home a change person as far as Islamic religion is concerned. According to the film, Rada learns more about the religion and comes to understand why the father preferred a car to the plane. The main challenge of maintaining a Muslim identity in western culture is the influence of the current trends. In this case, young people are fascinated by clothing, ornaments and other trendy stuff ion expense of the religion. In the film, Reda keeps a non-Muslim girlfriend and sometimes takes alcohol. In addition, he clad in jeans instead of normal Muslim religious wears. The film presents Saudi Arabia as a nation that has refused to move on with the rest of the world. The film has presented situation where religious matters surpasses human consciousness and feelings. In this case, the society has refused to upheld basic human freedoms in the name of protecting the religion. The film has reflected the position of women being inferior when compared to that of men. According to the film, women are just there to be used by men for their convenient. In addition, the film has